1. Quality of teaching, learning and assessment: securing achievement through a ‘teaching for mastery’ approach, underpinned by sound assessment for learning

a) To continue to develop our understanding and application of ‘mastery’ across the school and across the curriculum.

Children are able to apply a range of reasoning strategies and demonstrate greater confidence in maths reasoning and reasoning across the curriculum.

b) To redesign the curriculum so that it consistently promotes enquiry-based learning, critical thinking and cross-curricular connections across all areas of learning, with particularly frequent opportunities to apply writing and mathematical skills in other subjects.

Strong, deep, immersive cross-curricular links between the arts and other subjects is consistently evident across all phases and underpins the teaching and learning across the school’s creative curriculum.

c) To ensure that the Arts are thoroughly embedded and threaded through the curriculum.

d) To incorporate and promote the recording of learning in writing as a purposeful expectation in all areas of activity.

Pupils’ books demonstrate a wide range of cross-curricular opportunities to write at length and reflect consistently high expectations of presentation.

2. Outcomes for children and other learners: securing good progress for all pupils, particularly in Writing and Mathematics

a) To build on current formative and summative assessment practices to ensure consistency in high quality first teaching and intervention on a needs analysis basis across the school.

The percentage of pupils working at the nationally expected standard for Reading, Writing and Maths in the EYFS, Year 2 and Year 6 will be equal to or greater than the National and LA percentages – for all groups.

‘More able’ pupils are routinely challenged in lessons and through extra curricula opportunities.

b) To ensure that any ‘differentiation’ in quality first teaching provides all children with the opportunity to engage in and achieve learning at an age-appropriate level and that that ‘more able’ children are challenged effectively through access to learning with greater depth.

Pupils’ books demonstrate a range of progressive and differentiated learning activities, which are age-related.

End of term/year milestones for attainment and progress have been broadly achieved in Autumn 2017, Spring and Summer 2018.

c) To continue the rigorous development of core skills in English, Mathematics and communication to ensure that all children leave our school with the highest possible achievement to support their lifelong learning.

Fluency in basic skills (such as social interaction, handwriting, spelling, times tables and number facts)for all groups is routine practice in all classes and prevents instances of ‘cognitive overload’ from being a frequent barrier to learning.

Targeted intervention to accelerate progress in basic skills (such as handwriting, spelling, times tables and number facts) is effective for all groups.

a) To ensure that Rights Respecting Schools work is purposefully and visibly linked with health, safety, physical activity and learning across the curriculum so that all pupils are enabled to act as ambassadors for the Convention of the Rights of the Child.

Pupils have an excellent understanding of how to protect their rights and those of others, both in the real world and online.

All members of the school community actively promote the Rights Respecting Schools ethos framework through their behaviour towards each other.

b) To promote mental health and well-being among the whole school community, addressing need where necessary / possible.

Effective systems (including signposting) are in place for supporting pupils with mental health well-being issues and their families.

c) To develop engagement with the wider community and the wider world, actively seeking and acting upon opportunities for participation and collaboration with a range of local, national and international initiatives.

All members of the school community can articulate meaningful links between conflict resolution, class / school charters, Peer Mediation, education and the schools Rights Respecting framework.

Pupils demonstrate a greater understanding of world events and the importance of knowing about rights to being an active global citizen.

4. Effectiveness of leadership and management: developing inspirational and efficient leadership across the curriculum and throughout the school

a) To develop the monitoring and evaluation practices of all leaders to ensure that systems are reliable and efficient and that all staff are confident in their accountability.

All subject leaders are effective in monitoring, evaluating and raising standards in their subject area by communicating the results of their analysis of areas of strength and development to both staff and governors, through timely termly reports.

b) To further develop our staff as a collaborative learning community, by embedding joint practice development and co-coaching practices across the teaching staff.

All subject governors are effective in questioning and communicating subject leaders’ analysis in their subject area.

New subject leader phase leader induction supports clear understanding of the role and its accountability.

Co-coaching, lesson study and joint practice development activities are routinely undertaken and discussed.

c) To develop pupils as young leaders and ambassadors for the arts, so that we can better meet the needs and aspirations of young people and promote community cohesion through shared identity and culture.

Partnership work undertaken with local arts and culture organisations to secure a local heritage grant to facilitate our planned community cohesion heritage project.

5. The effectiveness of the early years provision: securing the quality and standards

a) To secure an increase in the number of Summer Born children making accelerated progress to achieve expected levels.

The percentage of summer born pupils working at the nationally expected standard for Reading, Writing and Maths in the EYFS, will be equal to or greater than the National and LA percentages – for all groups.

b) To implement revisions to the Framework for the EYFS.

Revised Framework implemented in full, with particular attention to provision for Summer born pupils.

c) To prepare for opening a new nursery setting in September 2019

Staff trained in best practice for setting up a nursery setting and action plan in place and supported by Local Authority Advisor for EYFS.

Wyton on the Hill Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.